Home – Home – Jornals – "Philosophy of Education" 2021 number 3

Introduction. The aim of the paper is to discuss the ways of improving modern school education through understanding and appeal to such concepts as “pedagogy of development” and “living (vivid) knowledge”. Based on the fundamental approaches formulated by Yu. K. Babansky to the pedagogical process as a single holistic process of students’ training, upbringing and development with focus on the modern socio-cultural situation, it is essential to create conditions under which “living (vivid) knowledge” becomes the teacher’s goal and his/her professional self-determination upon the active nature of the pedagogical “action” in organizing new students’ “actions” which leads to the formation of living (vivid) knowledge. Methodology and methods of the research. Philosophy of education, philosophical and pedagogical anthropology, philosophical and pedagogical axiology, psychological pedagogy, the principles of Orthodox pedagogy, and the theory of evolutionary pedagogy are the methodological basis of this research. Methodological basis of this research is fundamental ideas, research methods formulated by outstanding philosophers, teachers, psychologists of the past and present, which have been thoroughly analyzed in this paper, whereas the appeal and devotion to the best traditions of the pedagogy of development and living (vivid) knowledge give the right to consider the author as a successor of their ideas and approaches. The results of the research are defined in the author’s position on perception of the idea of living (vivid) pedagogical knowledge through considering the “formula” of changing pedagogical professionalism and the construction of an educational and technological environment for the development of giftedness in schools. This paper presents approaches to the formation of an educational and technological development environment based on integrative solutions for its formation and development: new pedagogics, new educational content, new assessment policy, new technologies, new processes and managerial superstructures. In conclusion the expected outcomes of school educational and technological environment design aimed at students’ development are formulated. The ultimate outcomes of designing school educational and technological development environment are as follows: a successful and happy student with developed personal qualities and attitudes, who is capable of systemic thinking, understanding communication, and reflexivity. To achieve the specified outcomes, School of Ability Development (“Nasha Shkola”, Novosibirsk) concentrates all its efforts on systemic changes in the organization of the students’ training process, their upbringing and development which will definitely lead to the emergence and manifestation of the norms of living (vivid) knowledge.